Publisher

UPIUPI

Journal Indonesian Journal of Applied LinguisticsIndonesian Journal of Applied Linguistics Abstract

Assessing students productive performance is challenging in China because large class sizes inevitably lead to heavy workloads for teachers. To address this problem, a new method of assessment, teacher-student collaborative assessment (TSCA)—was proposed in 2016 to organize and balance different modes of teacher assessment, self-assessment, peer assessment, and computer-mediated assessment. The present study took one intact class as a case, aiming to explore how TSCA could be carried out efficiently and systematically in the classroom and how students perceived TSCA. Qualitative data obtained include students writing drafts and revision, interview, and reflective journals of the students and the teacher. Interview data indicated that the students responded to this type of assessment positively and thought they benefited greatly from the teachers instruction and peer discussion. This was triangulated by the students reflections in which all the students spoke highly of TSCA and agreed that this method was a good way to pinpoint their weaknesses and help them learn how to revise their essay better. The students reported that they formed a new perception of self-assessment and self-revision and felt that a lot was gained.

Conclusion

Teacher-Student Collaborative Assessment (TSCA) is an effective approach for assessing students writing, offering both efficiency and efficacy.The study demonstrates that TSCA facilitates students awareness of their writing weaknesses and encourages a more proactive revision process.Through collaborative discussion and teacher guidance, students develop a deeper understanding of effective writing strategies and improve their overall writing skills.This method provides a valuable framework for integrating assessment with learning, ultimately enhancing students writing abilities.

Future Research

Future research should investigate the effectiveness of TSCA through experimental designs to provide quantitative evidence of its impact on student learning. Further theoretical development of TSCA is needed, particularly regarding strategies for providing effective teacher guidance during collaborative assessment sessions. Exploring the applicability of TSCA to oral assessments could broaden its potential benefits and address a wider range of language skills. Additionally, research could examine how TSCA can be adapted for different learning contexts and student populations, considering factors such as class size and language proficiency levels. These investigations will contribute to a more comprehensive understanding of TSCA and its potential to transform language assessment practices.

References

1. Teacher-student collaborative assessment (TSCA) in integrated language classrooms | Shuguang | Indonesian... ejournal.upi.edu/index.php/IJAL/article/view/13301Teacher student collaborative assessment TSCA in integrated language classrooms Shuguang Indonesian ejournal upi edu index php IJAL article view 13301

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